Beginning teachers' experience of the workplace learning environment in alternative teacher certification programs: A mixed methods approach
August 2014Els Consuegra | Nadine Engels | Katrien Struyven
Workplace learning in early entry (EE) teacher education programs has been proposed as an alternative to traditional programs and as bridging the theory-practice gap in teacher education. However, there...
Creating a narrated stop-motion animation to explain science: The affordances of “Slowmation” for generating discussion
August 2014Garry Hoban | Wendy Nielsen
This case study investigated the nature of the discussions generated when three preservice primary teachers made a narrated stop-motion animation called “Slowmation” to explain the science concept of...
An exploration of the role of gratitude in enhancing teacher–student relationships
August 2014Kerry Howells
Flourishing relationships are at the core of teachers' work and effective pedagogy. This paper presents an exploratory case study of 59 secondary schoolteachers to investigate the role that gratitude...
The defining features of teacher talk within autonomy-supportive classroom management
August 2014Tanner LeBaron Wallace | Hannah C. Sung | Jasmine D. Williams
Classroom management practices were studied in middle school classrooms with positive interpersonal classroom climates, high levels of student engagement, and high levels of autonomy support. Students'...
Multiculturalism in teacher education institutes – The relationship between formulated official policies and grassroots initiatives
August 2014Ilana Paul-Binyamin | Roni Reingold
This study examined the multicultural policies advocated and the actual practices in two teacher education colleges in Israel. Qualitative methods included analysis of documents and official college...
Induction of beginning teachers in urban environments: An exploration of the support structure and culture for beginning teachers at primary schools needed to improve retention of primary school teachers
August 2014Lisa Gaikhorst | Jos J. Beishuizen | Irene M. Korstjens | Monique L.L. Volman
This study aimed to gain insight into ways to enhance teacher retention. Principals and beginning teachers from 11 Dutch urban primary schools were interviewed about their schools' support structure...
Between “us” and “them”: Teachers' perceptions of the national versus international composition of the Israeli history curriculum
August 2014Miri Yemini | Hed Bar-Nissan | Oriah Yardeni
This study aims to investigate history teachers' perceptions of the desired history curriculum content in Israeli schools in term of national versus international composition. We surveyed Israeli secondary...
Teachers' experiences and teaching civic engagement beyond self-regarding individualism
August 2014Eduardo Cavieres-Fernandez
Worldwide, a political, economic and cultural context stressing self-interest, which I describe as self-regarding individualism, restricts the commitment of governments, schools and people to the common...
Patterns of development in second-career teachers' conceptions of teaching and learning
July 2014Anke Tigchelaar | Jan D. Vermunt | Niels Brouwer
This study was aimed at deepening our understanding of second-career teachers' conceptions of teaching and learning. Initial conceptions held by 207 candidates entering an alternative teacher education...
Student teachers' team teaching: Models, effects, and conditions for implementation
July 2014Marlies Baeten | Mathea Simons
In an attempt to provide alternative models of field experience in teacher education, this study elaborates the concept of team teaching. A literature review was conducted, which resulted into a narrative...
Teaching motivations in Hong Kong: Who will choose teaching as a fallback career in a stringent job market?
July 2014Angel K.Y. Wong | Sylvia Y.F. Tang | May M.H. Cheng
This study investigated whether teaching motivations and their outcomes in Hong Kong with a teacher surplus are similar to countries with teacher shortage. Results from 132 pre-service teachers showed...
Pre-service teachers' sense of efficacy: Relationship to academic ability, student teaching placement characteristics, and mentor support
July 2014Louise R. Moulding | Penée W. Stewart | Megan L. Dunmeyer
Teacher education programs are under pressure to raise standards for admission and increase the quality of field placements. Teachers' sense of efficacy, as measured by the Teachers' Sense of Efficacy...
Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours, psychological empowerment and work-related outcomes
July 2014Ai Noi Lee | Youyan Nie
This study examined the predictive relationships among teachers' perceptions of principal's and immediate supervisor's empowering behaviours, teachers' psychological empowerment and three teachers'...
Using video to promote early childhood teachers' thinking and reflection
July 2014Sue Cherrington | Judith Loveridge
This article examines findings from a qualitative study employing group stimulated-recall interviews using video-recordings of early childhood teachers to elicit their thinking and reflections about...
Some reflections on the links between teacher education and peace education: Interrogating the ontology of normative epistemological premises
July 2014Zvi Bekerman | Michalinos Zembylas
This paper provides a critique of the essentialized assumptions about identity, culture and education that are found in contemporary peace education literature and explores the implications that these...
Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers' perceptions
July 2014Charalambos Y. Charalambous | Andreas Komitis | Maria Papacharalambous | Afroditi Stefanou
Generic and content-specific teaching practices have largely been employed in parallel in teacher evaluation and classroom observation systems. Giving voice to teachers, we examine whether both types...
The roles and development needs of teachers to promote creativity: A systematic review of literature
July 2014Dan Davies | Divya Jindal-Snape | Rebecca Digby | Alan Howe | Christopher Collier | Penny Hay
A systematic review of 210 educational research, policy and professional literature between 2005–2011 identified only 17 publications that met the inclusion criteria and contained findings relating...
Subdued by the system: Neoliberalism and the beginning teacher
July 2014Jason Loh | Guangwei Hu
This article reports a study that examined, through the lens of narrative inquiry, the lived experience of a beginning teacher during her first two years in a neoliberal school system. Situated in the...
Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships
July 2014Sharon Pratt
This grounded theory study explored how secondary school co-teachers in an urban Eastern Iowa school district resolved challenges to co-teaching relationships. Five partnerships (N = 10) participated...
Teacher attrition the first five years – A multifaceted image
May 2014Per Lindqvist | Ulla Karin Nordänger | Rickard Carlsson
Based on a longitudinal study on Swedish teachers' (N = 87) career trajectories this article presents a comparison between quantitative and qualitative data within the cohort and puts this in relation...
Teachers' perceptions and attitudes about Response to Intervention (RTI) in their schools: A qualitative analysis
May 2014Felicia Castro-Villarreal | Billie Jo Rodriguez | Staci Moore
As Response to Intervention (RTI) models are increasingly implemented in United States' schools, it is important to consider the perceptions of those directly involved. The current study assessed teachers'...
Exploring student teachers' resistance to teacher education pedagogies
May 2014Larike H. Bronkhorst | Bob Koster | Paulien C. Meijer | Nienke Woldman | Jan D. Vermunt
Student teachers' resistance to teacher education is often understood as a lack of quality of the student teacher and/or the internship, and is expected to impede learning. In this study we suggest...
Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers
May 2014Daniel G. Krutka | Daniel J. Bergman | Raymond Flores | Katherine Mason | Ashlie R. Jack
Reflection is a cornerstone of most teacher education programs, but common practices have long been individualistic and this has become increasingly evident in an era when young people are participating...
Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings
May 2014Helen Askell-Williams | Carmel Cefai
Policy makers identify schools as settings for promoting students' positive mental health. However, mental health promotion is not typically addressed in pre- or in-service teacher education. This paper...
Academic work and proletarianisation: A study of higher education-based teacher educators
May 2014Viv Ellis | Jane McNicholl | Allan Blake | Jim McNally
This article reports on a one year, mixed methods study of 13 teacher educators at work in English and Scottish higher education institutions. Framed by cultural–historical activity theory, itself a...
Teacher beliefs about listening in a foreign language
May 2014Suzanne Graham | Denise Santos | Ellie Francis-Brophy
This study investigated, through a questionnaire, the stated beliefs and stated practices of 115 foreign language teachers in England regarding listening pedagogy: whether such beliefs and practices...
Teacher–student contact: Exploring a basic but complicated concept
May 2014Fred A.J. Korthagen | Saskia Attema-Noordewier | Rosanne C. Zwart
Contact is fundamental to teacher–student relationships, but empirical studies or theoretical frameworks on teacher–student contact are rare. This article describes a theoretical and empirical exploration...
Teacher practice in secondary vocational education: Between teacher-regulated activities of student learning and student self-regulation
May 2014J.A. van Beek | F.P.C.M. de Jong | A.E.M.G. Minnaert | Th. Wubbels
The interplay between teacher regulation and student self-regulation of learning is an important topic in contemporary theories of teaching and learning. This study used mixed methods, including a student...
Consensus and dissensus in mentor teachers' judgments of readiness to teach
May 2014Mavis Haigh | Fiona Ell
Deciding whether a teacher candidate is ready to teach is a significant judgment about which little is known. In this study, Social Judgment Theory's lens model is used to analyse grade decisions made...
Unifying cognition, emotion, and activity in language teacher professional development
April 2014Paula Golombek | Meredith Doran
Emotions in the learning-to-teach experience are often ignored or downplayed by teacher educators. Using content and discourse analysis of a novice language teacher's journals, we demonstrate that the...
Talking culture? Egalitarianism, color-blindness and racism in Australian elementary schools
April 2014Jessica Walton | Naomi Priest | Emma Kowal | Fiona White | Katie Brickwood | Brandi Fox | Yin Paradies
This study examines egalitarianism as an ethnic-racial socialization message used by teachers with 8–12 year old children in four socio-demographically diverse elementary schools in Melbourne, Australia....
Understanding (in)formal learning in an academic development programme: A social network perspective
April 2014Bart Rienties | Ian Kinchin
Most professional development programmes provide teachers with formal and informal social networks, but limited empirical evidence is available to describe to what extent teachers build internal (within...
Beyond the dichotomy of teacher- versus student-focused education: A survey study on physics teachers' beliefs about the goals and pedagogy of physics education
April 2014Nelleke A.H. Belo | Jan H. van Driel | Klaas van Veen | Nico Verloop
This study explored the content and structure of physics teachers' beliefs on teaching and learning in general in relation to their domain-specific beliefs. A questionnaire was administered to secondary...
The efficacy of training cooperating teachers
April 2014Christopher R. Gareis | Leslie W. Grant
This study investigated outcomes of a clinical faculty training program designed to prepare cooperating teachers for supervising pre-service teachers. Drawing on multiple data sources from more than...
Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives
April 2014Peter Mtika | Dean Robson | Roseanne Fitzpatrick
This article explores joint observation implemented as part of a partnership between schools and a teacher education institution during field experience (practicum) from the perspectives of student...
Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions: A randomised controlled study
April 2014Magda Praet | Annemie Desoete
Children in kindergarten were randomly assigned to adaptive computerised counting or comparison interventions, or to a business-as-usual control group. Children in both intervention groups, including...
Kindergarten teachers' literacy beliefs and self-reported practices: On the heels of a new national literacy curriculum
April 2014Aviva Sverdlov | Dorit Aram | Iris Levin
This study took place six years after the introduction of a national early literacy curriculum in Israel. We compared the beliefs of kindergarten teachers on the importance of literacy goals with their...
Beginning teachers who stay: Beliefs about students
April 2014Alyson Leah Lavigne
Beliefs serve as an adaptation that helps teachers organize their teaching world. Little is known, however, about how beliefs change and serve to help retain and sustain teachers, particularly for beginning...
Exploring the antecedents of boredom: Do teachers know why students are bored?
April 2014Elena C. Daschmann | Thomas Goetz | Robert H. Stupnisky
In the current study, researchers explored if teachers can identify antecedents of students' boredom. First, an open-ended questionnaire was administered to 111 9th-grade students to explore their self-reported...
Teachers' motivation to participate in training and to implement innovations
April 2014Georgios Gorozidis | Athanasios G. Papaioannou
Based on Self-determination theory, a mixed method design was used to explore 218 teachers' motivation and intentions regarding participation in training and teaching of an innovative academic subject...
Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment
April 2014Ying Guo | Jaclyn M. Dynia | Christina Yeager Pelatti | Laura M. Justice
This study described the self-efficacy of early childhood special education (ECSE) teachers (n = 28) and investigated relations among teacher self-efficacy, classroom quality, and language and literacy...
Development and validation of a measure of Critical Stance for instructional coaching
April 2014Annela Teemant | Christine Leland | Beth Berghoff
This study presents supporting correlational evidence of inter-rater reliability and validity for a new scale called Critical Stance, which translates critical pedagogy into measurable teacher actions...
Making sense of a teaching programme for university academics: Exploring the longer-term effects
February 2014Martyn Stewart
To professionalise teaching in universities, certificated teaching programmes for academics are increasingly widespread and often mandatory for new lecturers. Evaluations of impact have escalated in...
Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
February 2014Johannes König | Sigrid Blömeke | Patricia Klein | Ute Suhl | Andreas Busse | Gabriele Kaiser
We examine how the declarative-conceptual general pedagogical knowledge (GPK) assessed via a paper-and-pencil test can be understood as a premise for early career teachers' ability to notice and interpret...
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